Abstract
Transitions are critical times for both teachers and students. Efficient between-task and within-task transitions can greatly improve academic learning time. The purpose of this article was to review one intervention, high-probability (high-p) task sequences, as a method to promote more effective transitions. High-p sequences involve presenting a student with a series of brief requests with a history of compliance immediately prior to a request to complete a task that generally results in noncompliance. The results of this review indicate that high-p sequences are an effective method to make academic transitions more efficient. Ideas for application and future research are discussed.
Original language | English (US) |
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Pages (from-to) | 312-317 |
Number of pages | 6 |
Journal | Remedial and Special Education |
Volume | 27 |
Issue number | 5 |
DOIs | |
State | Published - 2006 |
All Science Journal Classification (ASJC) codes
- Education
- Public Health, Environmental and Occupational Health